|Published online: June 20, 2016||$US5.00|
This article presents the findings of research that investigated the effects of an intervention program for preschool children between the ages of 2–5 with symptoms of ADHD (Attention Deficiency Hyperactive Disorder); one of the main symptoms of ADHD being the difficulty to engage in self-regulatory behavior. The intervention program employed consultation methods with psycho-pedagogical strategies, mediated learning, and “scaffolding” to improve the children’s ability to engage in self-regulatory behavior. The research employed a mixed methods approach, combining qualitative and quantitative methods, and action research. The findings showed that an intervention program adapted for early childhood can help young children improve self-regulatory behavior, and, consequently, enhance the quality of interpersonal relationships between children and their caretakers, namely, kindergarten teachers and parents. Ultimately, this could prevent the development of psychopathological behaviors for children who are at risk and empower the teaching staff and parents in their ability to efficiently interact with children exhibiting ADHD behavior.
|Keywords:||ADHD, Self-regulatory Behaviors, Interpersonal Relationships, Mediated Learning, Scaffolding, Consultation, Intervention Program, Preschool|
The International Journal of Early Childhood Learning, Volume 23, Issue 3, September 2016, pp.11-20. Article: Print (Spiral Bound). Published online: June 20, 2016 (Article: Electronic (PDF File; 608.828KB)).
Head of Department in Teacher's Training Academic College, Early Childhood, Ohalo College Katzrin Israel, Chamadiya, Israel